蒙台梭利学前教育思想在中国的引进及其影响
发布时间：2019-02-12 23:22
【摘要】： 蒙台梭利学前教育思想于20世纪初引入中国后,引起了众多教育学者的关注。从收集的资料来看,蒙台梭利学前教育思想在中国的引进虽历经百年,人们对其的理论研究主要集中在蒙台梭利的生平、蒙台梭利教育思想、教学方法和教具的简单翻译介绍上;20世纪90年代后,理论研究虽有一些进展,但主要围绕蒙台梭利学前教育本土化问题或其在实践中的应用展开的,关于蒙台梭利学前教育思想在中国的引进历程以及引进所产生的影响,人们还未作深入、系统的研究和探讨,这无形中影响了国人对蒙台梭利学前教育思想在中国的引进历程以及引进所产生的影响等问题的了解程度。笔者提出这一问题,希望能激起更多人对此问题的关注。 本文力图综合各家研究成果,结合史料研究,在回顾蒙台梭利学前教育思想在中国引进历程的过程中,对蒙台梭利学前教育思想的引进对中国学前教育产生的影响进行的研究,并在此基础上对蒙台梭利学前教育思想在中国的引进做粗浅的思考。希望本课题的研究使人们对蒙台梭利学前教育思想在我国的引进历程以及产生的影响有全面的认识和了解,同时为致力于蒙台梭利学前教育研究的学者提供更丰富的历史资料。 从这个角度出发,文章分四个部分加以论述: 第一部分主要分析蒙台梭利学前教育思想引进中国的原因。社会的变革,学前教育改革的需求和国外兴起的蒙台梭利运动推动了蒙台梭利学前教育思想在中国的引进。 第二部分回顾蒙台梭利学前教育思想在中国的百年引进历程。文章把蒙台梭利学前教育思想在中国的引进分为四个阶段:第一阶段,1913年—1949年;第二阶段,1950年—1977年;第三阶段,1978年—1989年;第四阶段,1990年—至今,并对每个阶段引进的现状、引进的内容、引进的途径、引进的特点进行了归纳、总结。在归纳、总结的基础上勾勒出蒙台梭利学前教育思想在中国的引进历程。 第三部分考察和归纳了蒙台梭利学前教育思想引进中国后对中国学前教育产生的影响。积极地影响主要表现在:引进改变了人们的学前教育观念;引进为学前教育改革提供了可资借鉴的模式;引进推动了我国学前教育改革的进程。消极影响主要表现在引进造成学前教育实践领域盲目效仿,同时导致人们办园功利心的加剧两个方面。 第四部分针对蒙台梭利学前教育思想引进历程中存在的问题,对蒙台梭利学前教育思想在中国的引进作粗浅的反思,在此基础上提出引进必须走出移植、模仿的形式,以扬弃的态度来借鉴国外的先进的教育思想;引进要从广度和深度两个纬度使蒙台梭利学前教育理论研究和在实践中的应用走向深入;同时引进要与本土文化相结合,抓住思想的实质,不能流于表面形式的学习和模仿。
[Abstract]:After Montessori's preschool education thought was introduced into China in the early 20 th century, it attracted the attention of many educational scholars. From the data collected, although Montessori's pre-school education thought has been introduced in China for a hundred years, the theoretical research on it is mainly focused on Montessori's life, Montessori's educational thought, Introduction to the simple translation of teaching methods and teaching aids; Since the 1990s, although there has been some progress in theoretical research, it has mainly focused on the localization of Montessori preschool education or its application in practice. On the introduction of Montessori's preschool education thought in China and its influence, people have not made a deep and systematic study and discussion. This has influenced the understanding of Montessori's preschool education in China. The author puts forward this problem, hoping to arouse more people's attention to it. This paper tries to synthesize the research results and historical data, in the course of reviewing the introduction of Montessori's pre-school education thought in China, the influence of the introduction of Montessori's pre-school education thought on the Chinese preschool education is studied in the course of reviewing the course of the introduction of Montessori's pre-school education thought in China. And on this basis, Montessori's preschool education thought in China to do a superficial thinking. It is hoped that the study of this subject will make people have a comprehensive understanding of the introduction of Montessori's pre-school education in China and its influence, and at the same time provide more historical information for the scholars who devote themselves to the study of Montessori preschool education. From this point of view, the article is divided into four parts: the first part mainly analyzes the reason why Montessori's preschool education thought was introduced into China. The change of society, the demand of preschool education reform and the Montessori movement promoted the introduction of Montessori's preschool education thought in China. The second part reviews the history of Montessori's introduction of preschool education in China. The introduction of Montessori's preschool education in China is divided into four stages: the first stage from 1913 to 1949; the second stage from 1950 to 1977; the third stage from 1978 to 1989; The fourth stage, from 1990 to present, summarizes the present situation, contents, ways and characteristics of each stage. The introduction of Montessori's preschool education thought in China is outlined on the basis of summing up and summing up. The third part investigates and sums up the influence of Montessori's preschool education thought on Chinese preschool education after it was introduced into China. The positive influence is mainly reflected in the following aspects: the introduction has changed people's concept of preschool education; the introduction has provided a model for the reform of preschool education; the introduction has promoted the process of preschool education reform in our country. The negative effects are mainly reflected in two aspects: the introduction of preschool education causes blind imitation in the field of pre-school education and the intensification of people's utilitarian intentions. The fourth part aims at the problems existing in the introduction of Montessori's pre-school education thought, and makes a brief reflection on the introduction of Montessori's preschool education thought in China. On this basis, the author puts forward that the introduction must go out of the form of transplantation and imitation. Using the attitude of sublation to learn from the advanced educational thought of foreign countries; The introduction should make Montessori's preschool education theory research and application in practice go deep from the two latitudes of breadth and depth, at the same time, the introduction should combine with native culture, grasp the essence of thought, and not flow in the study and imitation of surface form.
【学位授予单位】：山西大学
【学位级别】：硕士
【学位授予年份】：2008
【分类号】：G610
本文编号：2420900
[Abstract]:After Montessori's preschool education thought was introduced into China in the early 20 th century, it attracted the attention of many educational scholars. From the data collected, although Montessori's pre-school education thought has been introduced in China for a hundred years, the theoretical research on it is mainly focused on Montessori's life, Montessori's educational thought, Introduction to the simple translation of teaching methods and teaching aids; Since the 1990s, although there has been some progress in theoretical research, it has mainly focused on the localization of Montessori preschool education or its application in practice. On the introduction of Montessori's preschool education thought in China and its influence, people have not made a deep and systematic study and discussion. This has influenced the understanding of Montessori's preschool education in China. The author puts forward this problem, hoping to arouse more people's attention to it. This paper tries to synthesize the research results and historical data, in the course of reviewing the introduction of Montessori's pre-school education thought in China, the influence of the introduction of Montessori's pre-school education thought on the Chinese preschool education is studied in the course of reviewing the course of the introduction of Montessori's pre-school education thought in China. And on this basis, Montessori's preschool education thought in China to do a superficial thinking. It is hoped that the study of this subject will make people have a comprehensive understanding of the introduction of Montessori's pre-school education in China and its influence, and at the same time provide more historical information for the scholars who devote themselves to the study of Montessori preschool education. From this point of view, the article is divided into four parts: the first part mainly analyzes the reason why Montessori's preschool education thought was introduced into China. The change of society, the demand of preschool education reform and the Montessori movement promoted the introduction of Montessori's preschool education thought in China. The second part reviews the history of Montessori's introduction of preschool education in China. The introduction of Montessori's preschool education in China is divided into four stages: the first stage from 1913 to 1949; the second stage from 1950 to 1977; the third stage from 1978 to 1989; The fourth stage, from 1990 to present, summarizes the present situation, contents, ways and characteristics of each stage. The introduction of Montessori's preschool education thought in China is outlined on the basis of summing up and summing up. The third part investigates and sums up the influence of Montessori's preschool education thought on Chinese preschool education after it was introduced into China. The positive influence is mainly reflected in the following aspects: the introduction has changed people's concept of preschool education; the introduction has provided a model for the reform of preschool education; the introduction has promoted the process of preschool education reform in our country. The negative effects are mainly reflected in two aspects: the introduction of preschool education causes blind imitation in the field of pre-school education and the intensification of people's utilitarian intentions. The fourth part aims at the problems existing in the introduction of Montessori's pre-school education thought, and makes a brief reflection on the introduction of Montessori's preschool education thought in China. On this basis, the author puts forward that the introduction must go out of the form of transplantation and imitation. Using the attitude of sublation to learn from the advanced educational thought of foreign countries; The introduction should make Montessori's preschool education theory research and application in practice go deep from the two latitudes of breadth and depth, at the same time, the introduction should combine with native culture, grasp the essence of thought, and not flow in the study and imitation of surface form.
【学位授予单位】：山西大学
【学位级别】：硕士
【学位授予年份】：2008
【分类号】：G610
【引证文献】
相关期刊论文 前1条
1 柳阳辉;;解放前蒙台梭利学前教育思想在中国的影响[J];兰台世界;2012年33期
相关硕士学位论文 前6条
1 邓艳华;蒙台梭利教学法运用的个案研究[D];湖南师范大学;2011年
2 盛于蓝;福禄培尔“恩物”与蒙台梭利“教具”的比较研究[D];浙江师范大学;2011年
3 侯敬芹;蒙台梭利儿童工作思想研究[D];西南大学;2012年
4 朱文娟;蒙台梭利教学法本土化探究[D];西南大学;2012年
5 王海曼;顾树森教育思想研究[D];西南大学;2012年
6 董伟丽;蒙台梭利教育法园本化的个案研究[D];沈阳师范大学;2012年
，本文编号：2420900
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